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What Research Says About MOOCs – An Explorative Content Analysis

By 9th April 2018May 3rd, 2018No Comments2 min read


“The 21st century witnessed an educational paradigm shift, stemming from the widespread use of Information and Communication Technologies (ICT). With the proliferation of ICT, online, open, and flexible learning moved from the periphery to mainstream education. ICT improved the quality and capacity of the online delivery of educational content. Online networks are used as learning spaces that are distributed, flexible, accessible, and, most importantly, potentially open. Openness in education has evolved over time and has emerged in different forms (Weller, 2014): It is suggested that “there are three key strands that lead to the current set of open education core concepts: open access education, open source software and web 2.0 culture” (p. 34). Providing access to higher learning opportunities is the raison d’être of Open Universities (Tait, 2008).Massive Open Online Courses (MOOCs) are a recent development of this open learning movement, which have drawn much attention from both the academic and the public sphere. The first course in this format was offered in 2008 at the University of Manitoba and was entitled Connectivism and Connective Knowledge(Liyanagunawardena, Adams, & Williams, 2013).” Read more at

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